Lesson Title: Chromatography and Light-Dependent Reactions
State Standards: GLEs/GSEs
LS2 (9-11) POC+ SAE –4
Trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., photosynthesis, cellular respiration, fermentation). LS2 (Ext)–4
Students demonstrate an understanding of matter and energy flow in an ecosystem by …
4aa explaining the energy transfer with cells in photosynthesis [and cellular respiration], tracking ATP production and consumption
National Standards:
Content Standard C: Life Science
o Matter, Energy, and Organization in Living Systems- The energy for life primarily derives from the
sun. Plants capture energy by absorbing light and using it to form chemical bonds between the
atoms of carbon-containing molecules. In addition, the energy stored in bonds between the atoms
can be used as sources of energy for life processes.
Context of Lesson:
In this lesson, students will be performing a chromatography experiment. This will help the students actually see the photosynthetic pigments and how they differ. Then, we will look at the light-dependent reaction portion of photosynthesis and how it plays into the big picture of the entire process of photosynthesis and why it's necessary.Specifically, we will look at NADP+, NADPH, and ATP and their role in the light-dependent reaction. I will also introduce students to photosystem I and II.
Opportunities to Learn:
Depth of Knowledge
Level 1 Knowledge:
Students will complete a 'quizzle' which will require them to define, name, etc.
Level 2 Comprehension:
Students will complete a 'quizzle' which will require them to explain various concepts.
Students will identify the pigments in a baby spinach leaf based on their retention factor and color.
Level 5 Synthesis:
Students will construct a story board of the light-dependent reactions (version 1).
Prerequisite Knowledge
Students should be familiar with the light spectrum and wavelengths. They should also have read the chromatography lab introduction to be familiar with the pigments being tested.
Plans for Differentiating Instruction
The lab was provided the previous night so that students could review the procedure and strategies involved ahead of time. There are a lot of opportunites for discussion which will help students stop and think about the topics at hand.
Accommodations and modifications
Having students complete the lab report sheet and the story board, will keep them organized and is also a strategy to keep them focused once the activity/lesson is completed.
Environmental factors
Students will be working in pairs for the laboratory activity and independently at their tables when working on the other activities during the lesson.
Identify the pigments based on their retention factor and color.
Construct a Story Board of the Light-Dependent Reactions (Version 1)
Instruction:
Opening:
Warm-Up Question: What is chromatography? The question of the day will always be on the board/overhead when students enter the classroom and are always encouraged to be jotting down thoughts in order to prepare them for a mini-discussion when class starts. When class starts, I will ask students "What do we know about the word photography that could help us understand chromatography?" After hearing some responses, I will let them know that after performing today's experiment, they will be able to have a deeper understanding of what it means. They might not care. You could add that chromatography can give us important clues about how photosynthesis occurs. Reaction to Reading: At this point, I will ask the students how last nights reading strategy helped them, if any. Then we will discuss any questions or reactions they may have from the reading. I will prompt other students to try and answer their own questions or see if any other students in the class know the answers. Question for the Day: How do the Light-Dependent reactions help the overall process of photosynthesis? Agenda:Yesterday we wrote about photosynthesis as a story, today we'll look at another detail of photosynthesis: Light-Dependent reactions. First we'll perform the chromatography lab, leaf demo, notes and watch Mr. O'Malley's animation again but with more detail this time, then we'll discuss NADP+, NADPH, ADP, and ATP and their role in the light-dependent reactions.
Engagement:
Pre lab discussion:
Prior to starting the lab, I will review the purpose and prerequisite knowledge (from the lab write up) by calling on students as I ask questions regarding the lab such as:
What's the purpose of this lab?,
What is chromatography?,
How does chromatography work?
What are some pigments we may see today? etc.
I will review
the procedure and
show how the chromatography chamber is set up,
safety concerns, and
where the students can find the materials.
I will have students write their predictions of what is going to happen independently then we will share as a class and talk about common themes in the predictions.
Then, I'll have the students count off (number depends on how many students are in the class) so that they will be working in pairs.
They will work on the lab, making sure to record their observations and results in their lab notebooks (they will record their results on their Report Sheet when they hand in their labs at the end of class along with their lab notebooks).
Laboratory
I will be ask why were are doing the experiment the way we are.
After the experiment I will give students time to record their observations and results on their Report Sheets.
I will have them staple their Report Sheet and chromatography paper to their lab notebooks and hand them in.
Post Lab Discussion (Whole class):
Why we performed the lab the way we did (techniques and methods) and
What does this tell us about the big picture of photosynthesis; what part does it play in the story.
Post Lab Discussion (Small Group)
Discuss data and conclusions (teacher should observe and listen to answers and probe with questions if necessary to get them to think deeper about the questions and their answers) then prepare to talk with whole class discussion.
Have one group share conclusions and feelings then ask other groups about their reactions to the given answers of that group.
Then, we'll have a short 'quizzle' (mini-quiz) on lab that have questions like:
why we used the procedure we did,
results, what did we observe in order to make our inference,
what did we conclude.
I will ask the students again why are we doing the experiment the way we are. This will help to build an understanding while building their information base.
After this, we will discuss their predictions and whether they were wrong or right based on evidence from the experiment followed by a conclusion and analysis of data with evidence to back up statement from experimental data.
Demonstration (Whole class):
I will pick a leaf off a living green plant and submerge it in water and ask the students
What we can expect to see in 15-20 minutes if we observe it again (oxygen bubbles formed)?
This demonstration will show that oxygen is released by plants during photosynthesis and that oxygen enters plants as water molecules.
Have students relate this observation to NADP+/NADPH, ATP, and Light-Dependent Reactions in their notes.
Show Mr. O'Malley's online animation. I will walk the students step-by-step through the process of the light-dependent reactions, focusing on what molecules are involved, what they contribute to the process, and where this reaction occurs in the plant.
We will touch briefly on photosystems and I will inform the students that we will discuss these in more detail during tomorrow's lesson.
Your lessons are very well-planned, though my guess is that there is too much planned for this day. Too much is better than not enough, so you can adjust. I also suspect that the lab may be too complicated for some students, but you can adjust that as well.
I reformatted your Engagement section to give you an example of a more usable lesson plan. Note that each sub activity (you need at least 3 in 90 minutes) is its own heading so that you can keep track of the parts of your lesson. In addition, the sub-bullets allow you to see the directions and questions w/o reading into a paragraph. You can reduce the words by eliminating all the "I will.." and just write each bullet as either an instruction (for you or then) or a question.
I hope this is helpful.
Closure:
Take Away Points: Students will create a brief story board of what occurs in a light-dependent reaction (they will create another version of this tomorrow on the other side of the paper which will include photosystems). I will have a list on the overhead of key terms they must include in their story boards. They will fold their paper into thirds and will draw what happens at the beginning, middle, and end of the process being sure to include the terms I will have on the overhead. I will provide colored pencils they can use in their drawings. After students have finished, we will discuss their drawings and I will have a sample one on the overhead/computer with space in each box to have numbered steps of what occurs at that point in the light-dependent reaction. I will encourage students to add this list to their drawings. I will collect them and tell them I will return them at the end of tomorrow's class for a second version of the story board that will include more details. Answer to Question for the Day: I will review the question for the day asking students to review the notes they may have jotted down in their notebooks to see if they can answer it. What answer are you looking for? Lit Strategy for Exit Assessment: Story Board Pre-Reading Strategy and Homework: Read pages 211 along with print out of Biology (Solomon) textbook I will provide. Strategy to Read: Do I Know Anything About These Topics/Headings/Subheadings? Model: Tell students that this is similar to last night's strategy but requires you to think about what you already know and to see if your knowledge correct? Show students an excerpt from tonight's reading and say "What do I know about Photosystems? Did we learn anything today that could help me figure out what they are and what they do? Jot some notes down about what you know (maybe in a 2 column chart: What I Know Before/What I Know After). Homework will be to read the Rate of Photosynthesis Lab and write the purpose, hypothesis, materials, procedure and copy down any data tables into their lab notebooks. Tomorrow's Plan: Photosystems I and II/Noncyclic and Cyclic Electron Transport/Start the Rate of Photosynthesis Lab
Assessment:
Lab notebook check and Report Sheet: Hypothesis, Procedure, Data Table, Conclusions and Analysis of Data
Post-Lab Quizzle
Story Board
2. Explain how chromatography works.
3. What is paper chromatography?
4. Name the pigment that we would expect to see near the solvent front and explain why it moves so quickly.
5. Which pigment would be nearer to the middle of a chromatography paper and why?
6. Which pigment would be nearer to the bottom of a chromatography paper and why?
7. What is the purpose of the chlorophyll a molecule in the plant?
8. What is the role of the other pigments?
9. Write a formula for determining the reference front of a pigment.
Lesson Plan
Return to Unit Plan
Lesson Title: Chromatography and Light-Dependent Reactions
State Standards: GLEs/GSEs
LS2 (9-11) POC+ SAE –4Trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., photosynthesis, cellular respiration, fermentation).
LS2 (Ext)–4
Students demonstrate an understanding of matter and energy flow in an ecosystem by …
4aa explaining the energy transfer with cells in photosynthesis [and cellular respiration], tracking ATP production and consumption
National Standards:
Content Standard C: Life Scienceo Matter, Energy, and Organization in Living Systems- The energy for life primarily derives from the
sun. Plants capture energy by absorbing light and using it to form chemical bonds between the
atoms of carbon-containing molecules. In addition, the energy stored in bonds between the atoms
can be used as sources of energy for life processes.
Context of Lesson:
In this lesson, students will be performing a chromatography experiment. This will help the students actually see the photosynthetic pigments and how they differ. Then, we will look at the light-dependent reaction portion of photosynthesis and how it plays into the big picture of the entire process of photosynthesis and why it's necessary.Specifically, we will look at NADP+, NADPH, and ATP and their role in the light-dependent reaction. I will also introduce students to photosystem I and II.Opportunities to Learn:
Depth of Knowledge
Level 1 Knowledge:- Students will complete a 'quizzle' which will require them to define, name, etc.
Level 2 Comprehension:- Students will complete a 'quizzle' which will require them to explain various concepts.
- Students will identify the pigments in a baby spinach leaf based on their retention factor and color.
Level 5 Synthesis:Prerequisite Knowledge
Students should be familiar with the light spectrum and wavelengths. They should also have read the chromatography lab introduction to be familiar with the pigments being tested.Plans for Differentiating Instruction
The lab was provided the previous night so that students could review the procedure and strategies involved ahead of time. There are a lot of opportunites for discussion which will help students stop and think about the topics at hand.Accommodations and modifications
Having students complete the lab report sheet and the story board, will keep them organized and is also a strategy to keep them focused once the activity/lesson is completed.Environmental factors
Students will be working in pairs for the laboratory activity and independently at their tables when working on the other activities during the lesson.Materials
For laboratory activity:- Baby spinach leaves (1 per 2 students)
- Quarters (1 per 2 students)
- 250 mL beaker (1 per 2 students)
- Watch glass (1 per 2 students)
- 5 mL of the 80%-20% petroleum ether/acetone (for every 2 students)
- Chromatography paper (1 per 2 students)
- Pencil
- Clear Tape
- Colored Pencils
- Metric rulers (1 per 2 students, if possible)
For lesson:Objectives:
Instruction:
Opening:
Warm-Up Question: What is chromatography? The question of the day will always be on the board/overhead when students enter the classroom and are always encouraged to be jotting down thoughts in order to prepare them for a mini-discussion when class starts. When class starts, I will ask students "What do we know about the word photography that could help us understand chromatography?" After hearing some responses, I will let them know that after performing today's experiment, they will be able to have a deeper understanding of what it means. They might not care. You could add that chromatography can give us important clues about how photosynthesis occurs.Reaction to Reading: At this point, I will ask the students how last nights reading strategy helped them, if any. Then we will discuss any questions or reactions they may have from the reading. I will prompt other students to try and answer their own questions or see if any other students in the class know the answers.
Question for the Day: How do the Light-Dependent reactions help the overall process of photosynthesis?
Agenda:Yesterday we wrote about photosynthesis as a story, today we'll look at another detail of photosynthesis: Light-Dependent reactions. First we'll perform the chromatography lab, leaf demo, notes and watch Mr. O'Malley's animation again but with more detail this time, then we'll discuss NADP+, NADPH, ADP, and ATP and their role in the light-dependent reactions.
Engagement:
- Pre lab discussion:
- Prior to starting the lab, I will review the purpose and prerequisite knowledge (from the lab write up) by calling on students as I ask questions regarding the lab such as:
- What's the purpose of this lab?,
- What is chromatography?,
- How does chromatography work?
- What are some pigments we may see today? etc.
- I will review
- the procedure and
- show how the chromatography chamber is set up,
- safety concerns, and
- where the students can find the materials.
- I will have students write their predictions of what is going to happen independently then we will share as a class and talk about common themes in the predictions.
- Then, I'll have the students count off (number depends on how many students are in the class) so that they will be working in pairs.
- They will work on the lab, making sure to record their observations and results in their lab notebooks (they will record their results on their Report Sheet when they hand in their labs at the end of class along with their lab notebooks).
- Laboratory
- I will be ask why were are doing the experiment the way we are.
- After the experiment I will give students time to record their observations and results on their Report Sheets.
- I will have them staple their Report Sheet and chromatography paper to their lab notebooks and hand them in.
- Post Lab Discussion (Whole class):
- Why we performed the lab the way we did (techniques and methods) and
- What does this tell us about the big picture of photosynthesis; what part does it play in the story.
- Post Lab Discussion (Small Group)
- Discuss data and conclusions (teacher should observe and listen to answers and probe with questions if necessary to get them to think deeper about the questions and their answers) then prepare to talk with whole class discussion.
- Have one group share conclusions and feelings then ask other groups about their reactions to the given answers of that group.
- Then, we'll have a short 'quizzle' (mini-quiz) on lab that have questions like:
- why we used the procedure we did,
- results, what did we observe in order to make our inference,
- what did we conclude.
- I will ask the students again why are we doing the experiment the way we are. This will help to build an understanding while building their information base.
- After this, we will discuss their predictions and whether they were wrong or right based on evidence from the experiment followed by a conclusion and analysis of data with evidence to back up statement from experimental data.
- Demonstration (Whole class):
- I will pick a leaf off a living green plant and submerge it in water and ask the students
- What we can expect to see in 15-20 minutes if we observe it again (oxygen bubbles formed)?
- This demonstration will show that oxygen is released by plants during photosynthesis and that oxygen enters plants as water molecules.
- Have students relate this observation to NADP+/NADPH, ATP, and Light-Dependent Reactions in their notes.
- Show Mr. O'Malley's online animation. I will walk the students step-by-step through the process of the light-dependent reactions, focusing on what molecules are involved, what they contribute to the process, and where this reaction occurs in the plant.
- We will touch briefly on photosystems and I will inform the students that we will discuss these in more detail during tomorrow's lesson.
Your lessons are very well-planned, though my guess is that there is too much planned for this day. Too much is better than not enough, so you can adjust. I also suspect that the lab may be too complicated for some students, but you can adjust that as well.I reformatted your Engagement section to give you an example of a more usable lesson plan. Note that each sub activity (you need at least 3 in 90 minutes) is its own heading so that you can keep track of the parts of your lesson. In addition, the sub-bullets allow you to see the directions and questions w/o reading into a paragraph. You can reduce the words by eliminating all the "I will.." and just write each bullet as either an instruction (for you or then) or a question.
I hope this is helpful.
Closure:
Take Away Points: Students will create a brief story board of what occurs in a light-dependent reaction (they will create another version of this tomorrow on the other side of the paper which will include photosystems). I will have a list on the overhead of key terms they must include in their story boards. They will fold their paper into thirds and will draw what happens at the beginning, middle, and end of the process being sure to include the terms I will have on the overhead. I will provide colored pencils they can use in their drawings. After students have finished, we will discuss their drawings and I will have a sample one on the overhead/computer with space in each box to have numbered steps of what occurs at that point in the light-dependent reaction. I will encourage students to add this list to their drawings. I will collect them and tell them I will return them at the end of tomorrow's class for a second version of the story board that will include more details.Answer to Question for the Day: I will review the question for the day asking students to review the notes they may have jotted down in their notebooks to see if they can answer it. What answer are you looking for?
Lit Strategy for Exit Assessment: Story Board
Pre-Reading Strategy and Homework: Read pages 211 along with print out of Biology (Solomon) textbook I will provide. Strategy to Read: Do I Know Anything About These Topics/Headings/Subheadings? Model: Tell students that this is similar to last night's strategy but requires you to think about what you already know and to see if your knowledge correct? Show students an excerpt from tonight's reading and say "What do I know about Photosystems? Did we learn anything today that could help me figure out what they are and what they do? Jot some notes down about what you know (maybe in a 2 column chart: What I Know Before/What I Know After). Homework will be to read the Rate of Photosynthesis Lab and write the purpose, hypothesis, materials, procedure and copy down any data tables into their lab notebooks.
Tomorrow's Plan: Photosystems I and II/Noncyclic and Cyclic Electron Transport/Start the Rate of Photosynthesis Lab
Assessment:
- Lab notebook check and Report Sheet: Hypothesis, Procedure, Data Table, Conclusions and Analysis of Data
- Post-Lab Quizzle
- Story Board
2. Explain how chromatography works.3. What is paper chromatography?
4. Name the pigment that we would expect to see near the solvent front and explain why it moves so quickly.
5. Which pigment would be nearer to the middle of a chromatography paper and why?
6. Which pigment would be nearer to the bottom of a chromatography paper and why?
7. What is the purpose of the chlorophyll a molecule in the plant?
8. What is the role of the other pigments?
9. Write a formula for determining the reference front of a pigment.
Whih of these assessments will you grade and how?
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: